KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION: Pre-K - 4 Program
EEU 300: Early Literacy Development & Acquisition Pre-K - 1
I. Course Description: EEU 300: Early Literacy Development & Acquisition
Pre-K - 1
A. Teacher candidates preparing to become Pre-K – 1 Category II Classroom
Teachers, as defined by the International Reading Association, and supported by
Interstate New Teacher Assessment Support Consortium (INTASC) and PA
Department of Education (PDE) Standards will study foundation knowledge of
reading and writing processes and methods of reading instruction in this course.
Focus will be upon knowledge and skills necessary for understanding the reading
process for beginning readers as one of the interrelated language arts with
emphasis placed on belief systems about reading; instruction in relation to
effective teaching of standards-based curriculum; perception and reading;
language development and its relation to student achievement and success in
reading; understanding word structure; skills of word recognition; vocabulary
development; and literate environments. This is a required course in the Pre K – 4
Teacher Education Program. Prerequisite to EEU 301
3 CH ; 3 SH.
Summary of Request
This course is a new course and results from professional program self-study related to
NAEYC/NCATE and PDE requirements. The need for the course is critical as major
programmatic revisions from the Pennsylvania Department of Education (Chapter 49-2)
are being finalized. For historical purposes, this course replaces ELU 300 Fundamentals
of Reading Instruction I which is linked to the archived course ELU 201 Fundamentals of
Reading Instruction I and is a prerequisite for the new EEU 301 Teaching Reading in
grades 2-4, a course in the Kutztown University Professional Semester block of courses.
II. Course Rationale:
“Teachers and other early childhood professionals have a unique place in the
system [to develop every child’s full potential]. As researchers describe how early
childhood education can best effect positive outcomes for children from birth through
age 8, one finding stands out: Teachers are the key. Curriculum, teaching strategies,
assessment, comprehensive services, public policies – all are important. But it is through
caring, committed and competent early childhood professionals that young children and
their families experience the excellent curriculum, the appropriate teaching strategies, the
thoughtful assessment practices, the supportive services, and the effective public
policies.” (Preparing early childhood professionals: NAEYC standards for programs,
2003, p. 1).
Reading is a skill that is of paramount importance for success in school and other
literate environments, and in life in general. The prospective teachers of young children
Pre K – 1, further defined as Category II Classroom Teachers (Standards for Reading
Professionals, International Reading Association, revised 2003, p. 6) must be proficient
readers and writers and speakers themselves, and must understand both the nature of
early reading development and acquisition, as well as be able to articulate effective
strategies for implementing instruction that fosters the development of competent and
confident reading ability in children from myriad cultures and various abilities, as
observed in homes and classrooms.
III. Objectives/ Student Learning Outcomes
A. Relationship to Standards*
Course Objectives/ Learning Outcomes
PDE
NCATE /
NAEYC
INTASC
A. Describe children’s development of early reading
and writing process in terms of the evidence-based
connection between literacy and behavior.
(Knowledge assessment test)
B. Explain how components of reading promote
student learning (phonological awareness and
phonics; fluency; background knowledge and
vocabulary; comprehension; language; word study)
and describe how these areas pose challenges for
students.
(Core assessment test and Yopp Singer performance
assessment)
C. Define and identify the characteristics and scope of
emergent literacy (reading readiness) as influenced by
a print rich environment and background experiences.
(Concepts about Print performance assessment)
D. Develop lessons on language comprehension and
expression skills as a basis for learning to read by
focusing on emergent literacy.
(Interactive read aloud with a lesson outline)
E Identify ways in which word meanings are learned
in oral and written language.
(Knowledge assessment test)
I. A; II. C.
1; 4b; 4c; 4d
#1; 2; 3; 4;
5; 6; 7; 10
II. C
1a;
3a,b,c,d;
4b,c,d; 5b,c,d
#1; 2; 3; 4;
5; 6; 7; 8; 9;
10
II. D.
1a;
3a,b,c,d;
4b,c,d; 5b,c,d
#1; 2; 3; 4;
5; 6; 7; 8; 9;
10
II.C
4 a, b, c, d
#1; 2; 3; 4;
5; 6; 7; 9; 10
II.C
1a, b, c; 4b,c,d
#1; 2; 3; 4;
5; 6; 7; 10
F. Implement theories and best practices of early and
emergent literacy and reading by surveying various
approaches to and assessments of reading instruction,
including accommodations for developmental,
cultural and linguistic differences of students.
(Knowledge assessment test)
G. Identify a wide variety of books and instructional
materials that includes people from various cultural
and ethnic backgrounds, as well as focusing on
children’s interests and abilities.
(annotated bibliography – using Reading Teacher,
Children’s Choices and other resources from
professional organizations)
H. Explain various means by which parents and
teachers can foster positive attitudes toward literate
environments in the home, school, and community
while upholding ethical standards and professional
guidelines.
(Knowledge assessment test)
II.B
4b, c, d;
#1; 2; 3; 4;
5; 6; 7
II.C.
1; 4a,b,c,d; 5
#1; 2; 3; 4;
5; 6; 7; 9; 10
III.D
1; 2; 5
# 2; 3; 5; 6;
7; 9; 10
ISTE
1.a.
1. a – d.
B. Relationship to Conceptual Framework: This course is congruent with the Conceptual
Framework of the College of Education, Teacher as Lifelong Learner, and relates
specifically to:
Knowledge:
Communication
Organization and
classroom management
Skills:
Content Specialization
Integration of Discipline
Dispositions:
Cultural Awareness
Integration of
technology
Conceptual Framework elements
Communication is evidenced in the written assignments and class discussions.
Organization and classroom management is included throughout the course especially during
discussions about principles of effective teaching.
Content specialization is a focus in this course, since teacher candidates will study foundation
knowledge of the reading and writing process and methods of reading instruction.
Throughout the course reference to children’s literature is given to address Integration of
Discipline.
Cultural awareness is included as part of the course because the gestures are embedded in
class discussions that provided for assisting students who are English learners. Moreover,
children’s literature depicting various cultures is utilized.
Integration of technology is modeled and referenced throughout the course because web sites
are given to provide additional information and the instructor references computer software
programs that can be used to enhance content instruction.
IV. Assessment
A. Core Assessment :
Faculty will add when the course is taught
B. Other Assessments based on a subset of the following:
1. Exams and quizzes
2. Projects and performance assessments
3. Journals
V. Course Outline:
A.
I. Literacy development (Understanding how literacy emerges/theories related to how
students learn)
A. Understanding language and literacy standards (Role of language and
relationship among the language arts of listening, speaking, writing, reading,
viewing and thinking reflectively)
1. Identifying content children are to learn
2. Describing what children will be able to do
B. Language-rich environment (Constructivist, physical and social theories)
1. Influencing environments related to fostering reading/writing connections
2. Reading as a means of communication
C. The teacher’s role
1. Encouraging reflective thinking
2. Providing meaningful experiences and relevant information
II. Knowing successful readers
A. Observations, assessments and research pertaining to successful readers
1. Metacognition (what children say they know)
2. Schema (background knowledge and experience)
3. Attitudes
B. Literacy through oral language and story
1. Environmental print awareness
2. Text based print awareness
C. Phonological knowledge and cueing systems
1. Graphophonics
2. Syntactic cueing
3. Semantic
4. Schematic
D. Teachers fostering play that develops literacy skills and strategies
III. Explicit and implicit instruction
A. Direct and indirect instruction
1. Phonological awareness
a. rhyming
b. phonemic awareness
2. Phonics
3. Fluency
4. Words and vocabulary
a. Basic sight vocabulary
b. Essential sight vocabulary
B. Comprehension via retelling, illustrating, and reflective thinking and writing
IV. Instructional approaches (Bringing meaning to the printed word)
A. Shared reading and writing
B. Language Experience
C. Interactive read alouds
D. Guided reading
E. Integrated Language Arts
F. Literature-based literacy instruction
G. Technology-based emergent literacy
V. Fostering positive attitudes toward literacy
A. Reading to, with, and for children
B. Parent, teacher, and peer models
C. Principles of motivation and retention
D. Teacher belief systems and ethical standards
E. Principles of managing literacy instruction
F. Employing interest inventories
G. Quality literacy materials that include developmental, cultural and linguistic
diversity
VI.
Instructional Resources
General:
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: A summary.
Urbana: University of Illinois, Center for the Study of Reading.
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Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research:
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Briggs, K. L., & Thomas, K. (1997). Patterns of success: Successful pathways to
elementary literacy in Texas spotlight schools. Austin, TX: Texas Center for
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moderate or severe disabilities. Baltimore, MD: Paul Brookes Publishing Co.
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the Education of Young Children (NAEYC).
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for programs; Initial licensure, advanced, and associate degree programs. Wash,
DC: National Association for the Education of Young Children (NAEYC).
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Phonological Awareness/ Emergent Literacy
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Phonics
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Oral / Written Language
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Diverse Learners
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